Show/Hide Menu
Hide/Show Apps
Logout
Türkçe
Türkçe
Search
Search
Login
Login
OpenMETU
OpenMETU
About
About
Open Science Policy
Open Science Policy
Open Access Guideline
Open Access Guideline
Postgraduate Thesis Guideline
Postgraduate Thesis Guideline
Communities & Collections
Communities & Collections
Help
Help
Frequently Asked Questions
Frequently Asked Questions
Guides
Guides
Thesis submission
Thesis submission
MS without thesis term project submission
MS without thesis term project submission
Publication submission with DOI
Publication submission with DOI
Publication submission
Publication submission
Supporting Information
Supporting Information
General Information
General Information
Copyright, Embargo and License
Copyright, Embargo and License
Contact us
Contact us
The Effect of history of science instruction on elementary students' scientific literacy
Download
index.pdf
Date
2014
Author
Cansız, Mustafa
Metadata
Show full item record
Item Usage Stats
409
views
203
downloads
Cite This
The purpose of this study is to investigate the effectiveness of history of science instruction on elementary students' scientific literacy. Specifically, the effectiveness of history of science instruction over curriculum-oriented instruction was examined in terms of four central components of scientific literacy, which are science process skills, understanding of human circulatory system concepts, attitudes toward science, and nature of science views. A total of 95 sixth-grade students from four classes participated to the study. Among them, two classes were randomly assigned as experimental group and other two as comparison group. Experimental group students learned the circulatory system topic through the history of circulatory system, integrated into the curriculum-oriented instruction. The comparison group was engaged in curriculum-oriented instruction, but without integration of history of circulatory system. Science Process Skills Test, Circulatory System Concepts Test, Test of Science Related Attitudes, and Views on Nature of Science Elementary School Version were administered to the participants as pretest, posttest, and follow-up test. The results of this study showed that two instructions did not give an advantage over each other in terms of science process skills. On the other hand, history of science instruction was found to be more effective than curriculum oriented instruction in terms of retaining circulatory system concepts, promoting students' favorable attitudes toward science, and improving nature of science views. Therefore, it is recommended that curriculum developers should incorporate history of science into science curriculum implemented in Turkey, and science teachers should use it in their classrooms more actively.
Subject Keywords
Science
,
Science
,
Science teachers
,
Teaching
,
Curriculum enrichment.
,
Education, Secondary.
URI
http://etd.lib.metu.edu.tr/upload/12617139/index.pdf
https://hdl.handle.net/11511/23510
Collections
Graduate School of Social Sciences, Thesis
Suggestions
OpenMETU
Core
The effect of explicit embedded reflective instruction on nature of science understandings, scientific literacy levels and achievement on cell unit
Köksal, Mustafa Serdar; Geban, Ömer; Department of Secondary Science and Mathematics Education (2010)
The purpose of this study is to investigate the effectiveness of explicit-embedded-reflective (EER) instruction on nature of science (NOS) understandings, scientific literacy levels and cell content knowledge of the ninth grade advanced science students. This study has been conducted with 71 students by using non-equivalent quasi-experimental design. In the treatment groups, the EER teaching has been conducted while NOS instruction in the comparison group for the same time interval has been done by lecture,...
The Effect of Guided-Inquiry Instruction on 6th Grade Turkish Students' Achievement, Science Process Skills, and Attitudes Toward Science
Koksal, Ela Ayse; Berberoglu, Giray (2014-01-02)
The purpose of this study is to investigate the effectiveness of guided-inquiry approach in science classes over existing science and technology curriculum in developing content-based science achievement, science process skills, and attitude toward science of grade level 6 students in Turkey. Non-equivalent control group quasi-experimental design was used to investigate the treatment effect. There were 162 students in the experimental group and 142 students in the control group. Both the experimental and co...
The Effect of Explicit-Embedded-Reflective Instruction on Scientific Literacy
Koksal, Mustafa; Çakıroğlu, Jale; Geban, Ömer (2016-01-01)
The purpose of this study was to investigate the effectiveness of explicit-embedded-reflective (EER) instruction in scientific literacy levels of the ninth grade advanced science students by assessing content knowledge and scientific literacy levels. The study was conducted with 51 students by using experimental design. In the treatment group, the EER teaching was performed, while in the comparison group the instruction was conducted by lecturing, demonstration and questioning strategies in a teacher-centre...
The effect of explicit embedded reflective instruction on nature of science understandings in advanced science students
Koksal, Mustafa Serdar; Çakıroğlu, Jale; Geban, Ömer (Informa UK Limited, 2013-12-01)
The purpose of this study is to investigate the effectiveness of explicit-embedded-reflective (EER) instruction in nature of science (NOS) understandings of ninth-grade advanced science students. This study was conducted with 71 students, who were divided into three groups, by using non-equivalent quasi-experimental design. In the treatment groups, the EER teaching was conducted, while in the comparison group NOS instruction was carried out in the same time interval by lecturing, demonstration and questioni...
The effect of problem based learning instruction on 7th grade students’ science achievement, attitude toward science and scientific process skills
Serin, Gökhan; Eryılmaz, Ali; Department of Secondary Science and Mathematics Education (2009)
The purpose of this study is to investigate the effect of instruction based on problem-based learning (PBL) on 7th grade students’ science achievement, attitude toward science course and scientific process skills. The study was conducted in May 2007 with 141 students and four science teachers from four middle schools in Gölbası district of Ankara. A total of eight classes were participated in the study. Four of them were assigned randomly to control group and four of them were assigned randomly to experimen...
Citation Formats
IEEE
ACM
APA
CHICAGO
MLA
BibTeX
M. Cansız, “The Effect of history of science instruction on elementary students’ scientific literacy,” Ph.D. - Doctoral Program, Middle East Technical University, 2014.